Tag Archives: bilateral coordination

Mar4

Week 23—Florida and Letter W

Posted on March 4, 2012 by jd785

Our theme for our Sensory and Fine Motor groups was Florida and our theme for our Language group was Letter W.

Sensory Group—Florida

The Unique Curriculum topic this month explored home, family and where you live, so we we chose our home state as our theme this week. We hope you enjoy exploring our wonderful state with us 🙂

We started our session by looking at a map of Florida. We pointed out where we live and where we might like to visit.

Then we read Cara’s book. Our students took turns activating the voice output device to comment on things we might see in Florida. We were quite excited when one of our students started kicking his feet (he activates the switch with his foot) as soon as we told him it was his turn.

Looking at maps and identifying places on maps is a social studies access point. Reaching for the map, since we held it vertically, helps strengthen shoulder stability.

Florida is the Sunshine State!

Our box of sunshine contained soft, round, yellow pom poms and some hard, rayed yellow shapes (from a set of manipulatives).

These bright and cheery items let us compare properties of materials: a science access point.

The next box contained some dried moss, just like the spanish moss that hangs from oak trees in Florida. It had a dry crinkly texture which was very different from the soft black bear “fur”. Again, exploring contrasting properties of materials is a science access point.

We put in a plastic orange and orange slice. This let us compare part to whole concepts which is a math access point.

There were lots of other cool Florida symbols that our students enjoyed pulling out which gave us lots of opportunities to explore language and literacy skills!

Seminole Indians are native to Florida.

They are known for the bead work on their clothing. We put our colorful beads in some sealed bottles.

We also put in a few shells to encourage visual discrimination as the bottles are turned.

Of course they are also lots of fun to shake, adding an auditory component!

In our next box we learned about alligators—we have lots of them in Florida!

Our alligator puppet had a zipper mouth which gave our students the opportunity to practice some activities of daily living skills. Feeling the open zipper was a safe way to touch a gators sharp teeth 🙂

We found a toy that reminded us of an alligators bumpy, rough skin. Also included was in the box, was a gator puzzle piece and a little rubber one. Comparing the sizes of the large gator puppet and a small rubber alligator targets a math access point.

Cape Canaveral, where men were first launched into space!

Black beans look like the dark night sky and are so nice to scoop or pick up with fingers to practice pincer grasp skills. Lots of tactile input is given when burying/digging out the astronaut and moon.

We also put in a small star shaped cookie cutter, can you find it?

Discussing the star shape and the sphere shaped moon addresses math access points.

Yikes, we are also known for hurricanes! Put a hair dryer on a high, cool setting and you have WIND.

Lots of giggles and smiles erupted as hair was blown or the wind touched their hands. Our students loved this so much, we ended up bringing the “wind” into the Fine Motor and Language groups also!

Exploring the effects of wind/weather is a science access point and the tactile effects increase body awareness.

Ok, we finally got to the beach! We have miles of it here to walk along barefoot (we found this plastic foot on a halloween clearance rack). The foot was a HUGE hit—no pun intended 🙂

We looked for the letter F and made seashell impressions in the sand.

Other students enjoyed trying to catch the sand as it as it was spilled from the shell—-so much fun in one little box!

Next we practiced our prewriting strokes in “key lime pie”, our state pie. Its actually vanilla pudding but its a similar color to REAL key lime pie—and a lot cheaper 🙂

The tactile aspect of finger painting helps reinforce motor memory patterns and is a great way to encourage hand and arm movements.

We rinsed our hands in orange scented water and took a little time out for some fishing, sometimes with a little help from our friends 🙂

Using the fishing pole to catch the fish promotes shoulder stability and eye hand coordination. The opening in the fish tails also makes them easy to grasp with hands.

Counting the fish as they are caught addresses math access points.

We had some other fish that were squirters! Fun to squeeze, working on grasp skills. Also fun to have the water squirt on your hand! We were really excited to see this student actively moving her fingers and smiling during this activity.

After drying our hands, we rubbed on some orange scented lotion. A wonderful citrus scent to help us remember all the things we learned about our state today!

Thank you Ms. Metra for donating that yummy scent!

Fine Motor Group—Florida

On Tuesday, we read Cara’s book about Florida. The students got excited as they recognized some of the familiar places and things pictured.

Talking about the different things they point out allows for lots of language and literacy opportunities.

Then we proceeded to make a palm tree—one of the most recognizable symbols of Florida!

We started by counting out rectangular pieces of white paper, working on math access points, of course!

Then we made a “down” stroke using a foam brush and brown paint.

We helped our students with the initiation point but they did a really nice job of completing the stroke. we were so proud!

Then we painted one of their hands with green paint and counted as we pressed it at the top of the brown line 2 times.

We told you we were making a “palm” tree 🙂

Some of our students could do this step independently but most of them needed some assistance.

WOW, doesn’t this make

you think of Florida 🙂

On Thursday we read Cara’s book again. Once again our students did a great job helping us read the repeating line. We didn’t talk about them in our book but Manatees are some of the wonderful animals that are native to Florida and we wanted to do a project that included them.

To get started on our activity, we counted out rectangular pieces of blue paper (addressing math access points).

Then we tore pieces of blue and green tissue paper. Tearing the paper helps promote bilateral coordination and fine motor skills.

We are making an underwater habitat for a manatee!

Our students dipped the tissue into glue and glued it onto the paper. Crumpling the paper was encouraged!

Grasping the paper encourages pincer grasp skills and eye hand coordination.

This student needed a lot of help with his pincer grasp skills last year, but look at him now! Joy (the OT) is very pleased.

Then we painted our manatee. Joy drew the outline on some white craft foam. Its texture really resembles that of a manatee, just perfect for our project!

We added a googlie eye, OF COURSE, and glued our manatee into its habitat.

TA-DA!

Jeannie’s hallway looks so cute with the palm trees and manatees hanging on the wall!

Language Group—Letter W

We started by Wadding up some scrap paper.

This activity is great for encouraging bilateral coordination and palmer arching.

And its really fun!

Then We took out the hair dryer again and made some Wind!

The students had so much fun Watching the hair dryer blow the paper Wads down the table. It was also fun to Watch our post-its Wave.

Most of the students could hardly Wait for their turn with the hair dryer 🙂

This activity addresses shoulder stability and eye hand coordination.

Discussing the effects of Wind addresses science access points.

Next We Wiped out a W on the dry erase board.

Following the strokes promotes Motor Memory for letter formation and Working on a vertical surface promotes shoulder stability.

We also made it big enough to sneak in a crossing midline component.

Now We are going to make a Walrus!

For our project, some of our students cut strips of White paper using our paper cutters.

These are going to be some Walrus tusks!

Other students practiced cutting on curved lines (this is going to be the muzzle). They needed a little help but really did a nice job.

As usual, we had a variety of scissors, both adaptive and regular on hand to suit our students needs.

We used our hole punches to cut 2 large White circles and 2 small black circles using our hole punches. We love these because they make it easy for our students to cut circles and they help with hand strengthening.

Comparing the relative sizes and counting the circles addresses math access points.

We glued all the pieces onto a brown paper lunch bag.

Assembling this addresses following directions, fine motor skills and visual spatial concepts.

Wow! A Wonderful Walrus!

Isn’t he just so super cute 🙂

What fun to play Cara’s latest sound game. Lots of cool W sounds to listen for this Week.

Watch out for that Wasp!

Whew—what a lot of W words we found today. There were so many and scattered all around the table—-here are just a few of them!

It was just an awesome week, we had a blast! We hope you join us again for more fun Group by Group.

Feb25

Week 22—Mardi Gras and the Letter V

Posted on February 25, 2012 by jd785

Week 22—Mardi Gras and the Letter V

This week the theme for our Sensory and Fine Motor Groups was Mardi Gras. Letter V was the theme for our Language Group.

Sensory Group—Mardi Gras

Cara’s book “At the Mardi Gras Parade” had such bright colorful pictures that our students loved. We continue to encourage them to press the voice output device to help read the story.

Our first box focused on the Mardi Gras colors of purple, yellow, and green. We included yarn, garland, curling ribbon, feathers, beads, small toys, and crowns. We also included a little toy baby because of the Mardi Gras tradition of luck coming to the person who finds it in their piece of King Cake.

This box helps work on color identification skills. All the different textures explored properties of materials (science access point). Fine motor skills are addressed while reaching for, grasping, and releasing the different objects. And, of course, talking about all the different objects addresses language skills.

This was such a colorful box and we all loved it!

We continued exploring textures and colors

with our next box. Easter grass made a great stand-in for cotton candy that you might buy some from a street vendor while watching the Mardi Gras parade!

Its light and easy to grasp and Pulling the it apart encourages bilateral coordination.

There are lots of lights on the floats at the Mardi Gras parade so course we had to have some! We included some of our spinning light up toys as well as these battery operated lights we found at Target.

Our students had fun touching them or having them draped around their shoulders.

Looking at the lights encourages visual attending and tracking.

Our next box contained some purple“macaroons” that you might find at the French Quarter! Well, actually, its a substance called “Bubber” which can be purchased from a variety of catalogs. It has the most amazing feel—light and silky just like a macaroon! The adults loved it as much as the students —-you just can’t stop touching this stuff!

BEADS! BEADS!! BEADS!!!

Of course we had to have beads, its Mardi Gras! We filled a box with them and to say our students loved them would be an understatement. Everyone had to grab one or two or a handful 🙂

The beads are excellent for addressing color identification and size comparisons. Their shiny texture makes them very eye catching when shaken and an auditory component is included when rolling across a table.

We looked for the letter M in our Mardi Gras rice—green, yellow, and purple of course! We loved the way it turned out, reminding us of a box of confetti.

Scooping, pouring, sifting—FUN!

King Cake is always served at Mardi Gras. Its yummy and topped with a sweet white sugar glaze that was easy to imitate with our oobleck!

Playing with the oobleck improves tactile awareness and provides a medium for practicing prewriting strokes—or you can have fun just watching it drip off fingers.

After playing with the oobleck, our students rinsed their hands in vanilla sugar scented water and then rubbed on some hand lotion.

Everybody left smelling like sweet yummy King Cakes to remind them of all our Mardi Gras fun!

Fine Motor Group—Mardi Gras

On Tuesday, we read Cara’s book and learned about all the things we might see at the Mardi Gras parade. Then we decided to make some masks.

First we let our students choose whether they wanted a green or purple mask. We found these foam masks at Michaels on clearance after Halloween.

We counted the masks to work on one to one correspondence.

Then we added some

glue. Squeezing the

glue helps improve

hand strength

and eye hand

coordination.

Now for the fun part —decorating! We decorated the masks with feathers, glitter, sequins!

Our students had fun choosing which items to include on their masks. This student especially LOVED the glitter 🙂

A variety of fine motor skills are addressed during this activity from a pincer grasp to pick up feather to shoulder stability needed to shake the glitter.

Jeannie got some great pictures of her students holding their masks in front of their faces. They are going to look so cute in the yearbook.

Aren’t they just so bright and colorful!

Snack time comes after our fine motor activity and we just had to include a picture of this students spontaneous food art.

Isn’t it just fabulous—he was just so proud 🙂

On Thursday we read our Mardi Gras book again and then made some jester hats.

We started by letting our students choose which color to use for their hat band. After they made their choice, they practiced writing their names on their bands.

We made sure to reinforce color identification skills by naming the colors and encouraging our students to vocalize the color names when possible.

Then we used our paper cutters to cut out purple and green triangles. We really like using these paper cutters. They make it so easy for the students to cut straight lines and they really enjoy using them.

Identifying the triangle shapes addresses math access points.

We cut out yellow circles with our hole punches.

By either squeezing or pushing down on the hold punch our students are working on strengthening their hands.

Counting and identifying the circle shapes—more math access points!

Next, we taped the triangles to the band in an alternating pattern.

After 3 triangles, we asked the students to pick which color in the pattern came next.

Sequencing is another math access point. Putting the triangle beside the previous one addresses spatial relationships.

We added a yellow circle to the point of each triangle. Picking up the circle promotes a pincer grasp and placing it on the glue promotes visual spatial skills.

Its starting to come together!

Our hats are all done!

Time for the Mardi Gras parade 🙂

Language Group—Letter V

We started our group by talking about the letter of the week and we practiced forming the letter V with our fingers.

Making letters and other signs gives our students an opportunity to practice finger individuation skills.

Then we made Vertical

lines on the magna

doodle to practice

pre-writing strokes.

We Voted on

which line was the longest!

We opened the Velvety bag by pulling apart the Velcro.

Then we reached in and pulled out one of the Vehicle beads.

Reaching into the bag and pulling out a bead without seeing it helps address tactile discrimination.

We purchased the bead set at Target.

He put a vibrant Van on

the string—Vroom Vroom!

After everyone had a turn, we counted the beads, working on one to one correspondence.

We really like this bead set because the end is a wooden dowel which makes it easier for our students.

We started our next activity with a Vulture that Joy drew—thanks for the inspiration Ms. Cathie 🙂

Our students tore black paper into Very small pieces to make “feathers”.

Tearing the paper helps improve bilateral coordination and pincer grasp.

The feathers were glued onto the Vulture working on eye hand coordination and visual spatial skills.

We like this View of the Varmint 🙂

We played Cara’s latest sound game.

This game addresses listening and language skills.

We finished by looking at our V words. The post -its work so well in our group. Sometimes it hard to write down the words fast enough! Another advantage of them is that they are easy to move around and stick to different objects. They are also easy for our students to pick up and point to.

What an awesome week, we really enjoyed it! Please join us again next time for more fun Group by Group.

Feb20

Week 21—Black History, Presidents Day and the Letter U

Posted on February 20, 2012 by jd785

Week 21—Black History, Presidents Day and the Letter U

This week the theme for our Sensory Group was Black History, the theme for our Fine Motor Group was Presidents Day, and the theme for our Language Group was the letter U.

Sensory Group—Black History

We started by reading Cara’s book and learning about some African American inventors. Then we began exploring our sensory boxes inspired by their inventions.

We turned off the lights and shone a flashlight through some plexiglass panels.

We chose red, green and yellow—traffic light colors! The lights really caught our students attention and there were lots of smiles when the light landed on them.

We didn’t have a green panel so we used a yellow and blue one put together, giving us the chance to explore a science access point. This activity also addresses color identification and visual tracking skills.

Thank you Garrett Morgan for inventing the traffic light!

After turning the lights back on we voted on what color to make our shaving cream. We presented three circles (red, yellow, green) and our students communicated their choice by vocalizing, eye gaze, or pointing to a circle.

We counted the votes and discussed which color got the most votes, addressing math access points.

It was fun seeing what colors the different classes chose!

Time to add the food coloring and mix it up!

The shaving cream has a nice tactile feel and is a great sensory medium to practice making pre-writing strokes (after you get tired of squishing it between your fingers of course).

We rinsed hands in grape scented water (to remind us of the grape jelly that would go with the peanut butter we’ll discuss later).

A large syringe makes a great stand in for a super soaker, which was invented by Lonnie Johnson. Operating the syringe addresses bilateral coordination and is lots of fun! Our students also loved it when we squirted the water on their hands to rinse off the shaving cream.

After hands were dried we rubbed our hands with some Cool Citrus Basil scented lotion. The scent reminded us of George Standard who invented the refrigerator to keep our citrus cool.

Now, more things to explore….

We scooped handfuls of potato chips (actually corn flakes) and crunched them up. Squeezing the chips addresses grasp skills. There is also an auditory component with that satisfying crunch and of course the rough texture adds a strong tactile sensation to this activity, increasing body awareness.

Thank you George Crumb for inventing yummy potato chips!

Our next box was filled with “freshly mown” green easter grass. We added other items related to our inventors including hair curlers, play refrigerator items, red/green/yellow circles, lawn mower and clock puzzle pieces, and a comb. We named the inventors as we discussed each of the items.

We also recorded the sound of a lawn mower (invented by John Burr) on our voice output device and placed it in the box. Our students thought it was a lot of fun to reach it to “start” the mower.

This box had a variety of textures, shapes, and colors to discover and explore—addressing the science access point: differing properties of materials. Reaching for and grasping the different objects addresses fine motor skills. Naming the objects improves language skills.

We scooped some popcorn kernels and searched for the letter B—for Henry Blair who invented a corn planter.

Our students loved burying their hands in the corn and also watching the kernels as they were dropped from the scoop.

Lots of opportunities for visual tracking, eye hand coordination and finger intrinsic skills with this activity.

We made patterns in cornmeal with a comb (we found this idea on the preschool rainbow website) encouraging visual tracking.

The hair comb was invented by W.H. Sam.

The cornmeal also has a wonderful silky feel that we have explored before, its really hard to resist playing in it.

Then we played with some peanut butter play dough (we made sure to check that no one had a peanut allergy before we made it). This was wonderful stuff and smelled just like a peanut butter cookie—it was really hard to resist sampling 🙂

Using the cookie cutters or pulling the play dough apart helps strengthen hand and finger intrinsic functions.

Thank you so much George Washington Carver, we love peanut butter and jelly sandwiches—YUM!!!

Still one more box! This one contained red, yellow, and green pom poms (traffic light colors). We kept the box simple, with the items all having the same shape and texture, to highlight their similarities and differences.

Reaching for the soft pompoms gives our students opportunities to work on grasping skills and eye hand coordination. Discussing the differing colors helps improve language skills and color identification. Counting the pompoms helps work on one to one correspondence.

Fine Motor Group—Presidents Day

This Tuesday we learned about some of our presidents by reading Cara’s latest book. After we finished the book we started our project.

First some of our students cut out some squares with a circle penny (math access points).

We used our mounted table top adaptive scissors.

Others cut out orange rectangles

—-with a little help from their

friends 🙂

And still others cut out some brown triangles (yet more math access points!)

We did go ahead and precut some triangles.

We set all these shapes aside and counted out rectangular pieces of paper. A small rectangle was drawn on the paper to help our students see where to place their glue.

Of course, squeezing the glue helps increase hand strength and eye hand coordination.

Then we placed stacked popsicle sticks on the glue and put the brown triangle on top…

can you tell what we are making yet?

We have a couple more pieces to add 🙂

This activity promotes eye hand coordination, following directions and spatial concepts. Counting the popsicle sticks can also add a math component.

Here it is, Lincoln’s Log Cabin

…we think its move in ready!

On Thursday we read Cara’s book again and started our next presidential project. First we put on paint shirts (old t-shirts) which gave our students an opportunity to work on dressing skills (Joy, the OT, really likes this!).

We used 2 different colors of blue to paint a large poster board. Since our students have emerging skills we have a variety of tools for them to use.

This student is using a kitchen scrub brush which has a handle which works perfectly for him. And, incidentally, adds great texture!

We also had a variety of other brushes for our students to use. Since we were trying

to cover a large area, these foam brushes (or surgical scrub brushes) work perfectly!

The large area also allows for larger arm movements addressing shoulder stability. Working together on the same project also encourages social skills.

Our student with a visual impairment added some fluffy cotton ball clouds.He really enjoyed pulling them apart and patting them down onto the glue.

Hmm, looks like we need to add a little something…

How about George Washington crossing the Delaware, with Jeannie’s

class!

Joy drew the figures and cut them out of poster board, adding photo faces of the students and staff. Our students took turns putting glue onto the back of the boat and patting it down.

We have to protect our students privacy, so for this picture we covered our students faces—- but they are so cute!!! The staff members are really quite good looking the bunch also 🙂

The students had so much fun finding their pictures and also pointing to the staff members.

Language Group—Letter U

We started by pulling some Unusual animals out of a shopping bag. Each student’s animal was Unique.

The words Up and Under were written on an index card and when presented with the word, the students had to follow the directions.

Either by holding their animal Up or Under the table!

Look at us, working on shoulder stability, fine motor, language and literacy skills at the same time!

Next, we guessed which cup the Unicorn was Under. We found that Unmatched cups do not work well for this game 🙂

This was so much fun and all the students had to have a turn moving the cups around (addressing bilateral coordination and visual tracking and spatial skills). This was also a really good activity for practicing turn taking and following directions.

The Unicorn was made by placing a sticker on a bottle cap.

Moving on to our next activity, we cut out 3 Ugly bugs! The bugs were just clip are pictures we put on a grid.

As Usual, our students Used a variety of scissors according to their skill levels. We really like these adaptive squeeze scissors as they are relatively inexpensive, durable, and available from a variety of catalogs.

Then we crumpled some scrap paper and put it into an Utterly plain brown paper lunch bag to make a rock. We just rolled it closed.

This activity helps to work on bilateral coordination and strengthening hand

intrinsics, as well as eye hand coordination—-and its so much fun to crumple paper!

We then glued our 3 bugs to the bottom of our rock.

Be careful when you pick up that rock—-UH-OH Ugly bugs!!!!

Our students (all boys in this class) thought it was great fun to pick up the rocks and “scare” the adults. Needless to say, lots of eeks and laughs ensued 🙂

We did stop playing with the bugs long enough to

play Cara’s sound game. Some pretty Unusual

sounds today!

And, of course, we looked at the U words we found today.

What a great week! We hope you are enjoying the activities as much as we are, and please join us again Group by Group.

Jan16

Week 16—Winter and the Letter P

Posted on January 16, 2012 by jd785

Week 16—Winter and the Letter P

This week the theme for our Fine Motor and Sensory Groups was Winter. The Letter P was the theme for our Language Group.

Sensory Group—Winter

Cara wrote another great book, all about winter. After reading the book we made snow! We purchased some fake snow powder, added water——–and, ta da, lots of white fluffy snow flakes.

Our students really enjoyed watching the powder expand into flakes as we explored science access points. It had a very snow like texture and we used cold water to heighten the effect.

We explored a variety of winter objects in our next box: large and small snowflakes (some hard and some soft), rough and smooth snowmen, arctic animals including a soft seal,hard penguins and some felt arctic hares, dolls hat and scarf, white pom pom snow balls, and a building block icicle.

Comparing and contrasting the different properties of materials is one of our science access points and this is such a fun way to do it!

We brought out our fluffy pom pom yarn which reminded us of the wooly blankets and sweaters that keep us toasty and warm on cold winter days.

Next, we searched for the letter W in powdered snow (a mixture of white cornmeal, flour and cornstarch). There was 1 big W and 2 small ones—working in some math access points of course! Our students had fun scooping the powder, burying their hands in it, or squeezing it together (working on palmer arches) to form little snowballs. Needless to say, we all ended up leaving with a little dusting of snow—but the fun factor more than made up for the mess 🙂

Using our cookie cutters we cut out snow balls and snow flakes out of our snow-dough. We found the recipe online and rather than flour, it is made from cornstarch. It has an interesting rubbery texture that is excellent for cutting or forming into snowballs.

We also worked on prewriting patterns or making little snow sculptures in shaving cream. We rinsed our hands in peppermint scented water and rubbed peppermint scented lotion on our hands and arms.

Having our students rub the lotion on themselves helps build body awareness and bilateral coordination. It also helps build a nice olfactory memory of all the fun we had today!

Fine Motor Group—Winter

On Tuesday, we read Cara’s book and were very excited when one of our new students independently activated the voice output device during the story.

After our story we made eskimo hats. We got the idea from the Winter Activities book by Peggy Hundley Spitz, OTR and purchased from Therapro. We started with a grocery bag with a precut circle. We drew a line around the opening to help further define it for our students.

Our students practiced writing their names on the back of their bag, turned it over and then glued cotton balls onto the circle.

This activity addresses eye hand coordination and works on developing pincer grasp skills.

Then we threaded some yarn through slits in the front of the bag, another great pincer grasp activity. Its also good for visual tracking.

Isn’t this a picture of a perfect pincer!

We tied a bow and rolled up the bottom and our hat was done. Just fabulous!

Our students had so much fun trying on their hats, Ms Cara just had to join in 🙂

On Thursday, we continued our winter theme by making polar bear handprints.We started by discussing the color (blue) of our paper and its rectangular shape. We counted the papers as we passed them out and again, our students practiced writing their names.

Then we helped them paint their hands and make a handprint on the paper.

We made sure to put a thick coat of paint on the hands and fingers!

After a quick hand wash, our students used paintbrushes to add some snow to their picture.

This student is showing some really nice emerging tool use and we are so proud of him.

We then sprinkled on some sparkly snowflakes. Holding and shaking the container helps address shoulder stability and graded motor control in addition to eye hand coordination.

With the addition of a couple of facial features

using a black marker, our polar bear came

alive.

Just so super cute 🙂

Language Group—Letter P

We started by using our tongs to Pick up Purple and Pink Pom Pom’s. We then counted how many each student Put into their bowls.

Using tongs helps to improve hand intrinsic functions and eye hand coordination.

Next we Picked a Pet and Put the Piece into the Puzzle. Our students really enjoyed this activity and were quite excited about their choices.

Picking up the pieces, which have little knobs, helps to promote a pincer grasp. Placing the pieces addresses eye hand coordination and spatial concepts.

Then we Painted a Pig (drawn by Joy) Pink and Purple. Our large simple figure helps our students learn to keep their strokes in a defined area.

And here it is—–a Positively Perfect Pink and

Purple Pig!

We finished by playing Cara’s sound game, and looking at all the P words we found.

Please join us again next week, we are going to have so much fun Group by Group!

Nov13

Week 11—Weather and the letter K

Posted on November 13, 2011 by jd785

Week 11—Weather and the letter K

Our theme for the Sensory and Fine Motor groups was Weather. Our Language Groups theme was the letter K.

Sensory Group—Weather

We started by reading Cara’s latest book “What is the Weather?” In addition to our voice output device with the repetitive line, we recorded the sounds of rain and thunder on some of the other devices which our students enjoyed.

Our music department let us borrow a rain stick and a drum that rumbles just like thunder when you shake it! Between using those instruments and turning the room lights on and off quickly, we had quite the thunder storm going on in the room 🙂

Not pictured but also used, were a hair dryer for wind and water spritzed into the air to softly rain down.

After the storm—-out came the rainbow!

Our students loved holding their hands out to “catch” the rainbow. As we moved the light around they were also able to work on visual tracking.

Back came the lights and on to our sensory boxes— we looked for the letter R in rainbow rice. It was so colorful and fun to scoop up with hands or spoon.

We explored the concepts of hard hail (white mardi gras beads) and soft snow (cotton balls). Properties of materials is a science access point.

And finally, we took dry sand and then used our spray bottle to make it wet—science access points again! Our students loved finger painting in the sand, practicing directional pre writing strokes.

Fine Motor Group—Weather

We read Cara’s book about the weather and had an awesome thunder storm! Then it was time to make some clouds.

We started by mixing glue and shaving cream.

Some of our students were very enthusiastic about the mixing part 🙂

Then we used sponge brushes to paint with the mixture.

Ta Da—-clouds! They dry like puffy paint with the coolest spongy texture—wonderful for our visually impaired students.

On Thursday, we read Cara’s book and had yet another thunderstorm. So fun! Then, we proceeded make windsocks.

We started with a rectangle (math access point) of wallpaper—we just love those wallpaper sample books!

The paper was inserted into a 3 hole punch and our students really enjoyed operating the lever. Actually, only 2 holes are needed but this hole punch is easier for our students to use.

Next, our students chose how many crepe paper streamers to add. Some of them chose 1 and then realized they wanted more which gave us the opportunity to work on addition!

The streamers were then glued to back of the paper.

While the adults taped the rectangle into a tube, our students chose the color of yarn they wanted to use as a hanger.

Once again, we are giving our students an opportunity to practice choosing from an array of 3 which is the format used on the alternate assessment.

Our students got the opportunity to practice lacing skills by pulling the yarn through 2 of the holes. To make it easier, we wrapped tape around the ends of the yarn.

Lacing addresses bilateral coordination and eye hand coordination.

For even more fun, we brought out the hairdryer and watched them flutter around.

Language Group—letter K

We pulled apart two love bugs and let go so they could Kiss. This toy helps work on shoulder stability, grasp and release skills.

These bugs were the bees Knees!

Next we worked with a shape sorter. We had to match the right Key to unlock the shape. This activity addressed visual spatial skills, wrist rotation and lateral pinch grasp.

It was really Kind of fun!

Then we cut out a Kangaroos that Joy drew onto index cards.

For our more advanced cutters, the outline was highlighted in yellow. Our students with more emergent skills simply snipped straight lines along the sides.

Joy drew two tiny Kites as visual cues for the hole punch (great for strengthening hand intrinsics).

Insert two fingers into the holes…

and your Kooky Kangaroo can Kick a ball with Knobs!

This activity works on separation of the sides of the hand and finger individuation. And, of course, the fun factor is pretty high 🙂

We finished by playing Cara’s latest listening game…

and looking at all the K words we found today!

We all had so much fun this week, please join us again for more excitement Group by Group!

Nov6

Week 10—Going to the Fair and the Letter H

Posted on November 6, 2011 by jd785

Week 10—Going to the Fair and the Letter H

The Fair is coming to town so it was the perfect theme for our Sensory and Fine Motor Groups. We made a little change this week and have renamed our Alphabet Group. It is now called the Language Group, to more accurately reflect its emphasis. In our Language Group, we are on letter H.

Sensory Group—Fun at the Fair

While the sounds and aroma of popcorn (thanks Ms. B) wafted through the air, we read Cara’s book “We’re Going to the Fair”. Our students enjoyed munching the popcorn while listening to the story. In addition to our voice output device, we added some finger puppet props that Nancy made.

After we finished the story, we started to explore our sensory boxes. Our students sifted through yellow cornmeal to look for cow and sheep puzzle pieces as well as the letters S and C.

The cornmeal has the most lovely soft, silky feel and our students really enjoyed it.

We looked for animals from the petting zoo in some hay. It had a really different texture from the cornmeal!

We turned off the lights while our students played with some of our lighted toys. There are lots of moving lights on the rides and booths at a fair.

The toy pictured here is activated by a little button that is helpful for working on isolated thumb movements.

This next one was a lot of fun. It is a spinning top that not only lights up but has siren like noises that are similar to those heard on the rides. As the top moved around the table, it allowed the students to work on visual tracking.

The lights came back on and we talked about all the different booths you might see at the fair. In some of them, you might pick up rubber ducks or knock down bowling pins to win a prize. You might win a sparkly necklace or a cuddly teddy bear. You might go into a fun house and look at yourself in a mirror.

Our students really enjoyed sifting through the various objects to find their favorites. It also gave us the opportunity to discuss properties of the materials (a science access point).

Soft easter basket stuffing made for perfect cotton candy. It came in a variety of delicious colors and was so much fun to pull apart while working on bilateral skills.

Some of our students “made” cotton candy by squishing cotton balls, water and blue food coloring. This is a great activity for strengthening hand intrinsics. When finished, it really does resemble cotton candy!

We also double bagged samples of our sensory boxes for our students with problematic oral exploration issues to allow them to safely explore the materials.

Finally, we rinsed our hands in water with a delicious vanilla sugar scent and finished with vanilla sugar scented lotion so we could all leave smelling like yummy funnel cakes and remember our visit to the fair!

Fine Motor Group—Fun at the Fair

On Tuesday, we started by reading Cara’s book and using the adorable finger puppets Nancy made. Finger puppets are wonderful for working on finger individuation and placing them on/off addresses bilateral skills.

After we finished the story, it was time to make cotton candy!

We started with a poster board rectangle glued to a popsicle stick and some cotton balls. We discussed the shape of the poster board and cotton balls (math access points).

Our students chose an ink color from a choice of 3 ( giving them practice for choosing from an array of 3 in our states alternate assessment)….

then we dabbed our cotton balls onto the stamp pad. This step works on pincer grasp and eye hand coordination skills.

Then we glued the cotton balls onto the poster board. Counting the cotton balls as they are placed addresses math access points.

Next we sprayed water and food coloring onto the cotton balls to make a stick of yummy cotton candy! It looks good enough to eat!

Squeezing the trigger works on hand strengthening and is a great pre-scissor activity.

On Thursday, after reading Cara’s book again and having more fun with the finger puppets, we made a ferris wheel.

First we used a paper cutter to cut rectangles. Our students really like using the paper cutters and it is exciting to see some of our students start to use them independently!

Next we counted out 2 precut construction paper circles and glued them to the rectangle to make a ferris wheel gondola.

Then we turned it over and the students turned it over and glued a precut silhouette of themselves to the back, to “sit” in the gondola.

We handed out a big paper plate with small one attached (working on those math access points again!) to the back with a brad.

Our students were each given a set of pre-assembled gondolas of each of their classmates which they then glued, along with their gondola, to the large paper plate. Due to privacy concerns, the sample we have photographed was made with magazine cutouts but as you can see, it looks very cute and when the small plate is held it spins quite nicely—-and addresses bilateral skills!

The yellow wheels are vinyl that the vision teacher prepared for our student with a visual impairment to make his gondola.

Language Group—letter J

We squeezed the bulb to make these spiders Jump across the table. These furry Jiggly, Jittery spiders sure elicited lots of laughs and squeals 🙂

Squeezing the bulb helps strengthen hand intrinsics.

Next, we used our tongs to pick up Jungle animals and put them in a Jar.

This activity addresses bilateral functions and eye hand coordination.

Then our students chose a piece of paper from an array of 3 (again, due to the alternate assessment, we like our students to have 3 choices when possible).

……Just wait and see what we are going to make!

We proceeded to fold the paper in half and then folded the corners down. We added dots to give our students visual cues.

Almost done…..

two more folds to make wings……

…………….and here is our Jet!

Our students had so much fun launching their Jets and seeing whose flew the farthest (slipping a math access point into our language activity!)

We finished by playing Cara’s listening game. Cara records the sounds on the computer and the students try to guess the sound and point to the correct picture.

Just a few of the words we put on our post its today. As usual, our students enjoyed picking up or pointing to the post its as we wrote down “J” words during our session.

We had so much fun this week! Please join us next week for more fun and learning Group by Group 🙂

Oct16

Week 7—Bugs and the letter G

Posted on October 16, 2011 by jd785

Week 7—Bugs and the letter G

Our themes this week were Bugs for our sensory and fine motor groups and the letter G for our alphabet group.

Sensory Group—Bugs

We started our group by reading Cara’s book “Bugs are Everywhere” using our voice output devices to answer the question “where can we find bugs?” We also passed around a canister of mushroom scent from the Follow your Nose game. That unusual scent really fit our theme.

Nancy found this cool black light flashlight which we used to make the centipedes glow in our bin of spaghetti worms. It was very eye catching in addition to targeting some of the science access points.

The cold spaghetti worms had an interesting texture. Some of our students reveled in the texture while others were very hesitant.

The black light also made our green spider web glow. Our students had fun pulling apart the web to find the spiders. Pulling apart the spider web promotes bilateral coordination and strengthening while picking out the spiders helps the students work on their pincer grasp.

We made dirt out of dried coffee grounds (thank you Joi B and other teachers for saving yours for us). Our students looked for the letters B U G and all sorts of bugs. Identifying the bugs addresses science access points while counting the number of bugs found addresses math access points.

The coffee grounds have a soft, dry feel and were very popular. The grounds do retain their coffee aroma but it is not very strong or overwhelming.

Next we finger painted directional lines in our green and glittery oobleck. Practicing the motor movements of lines, letters, and numbers in the oobleck helps build motor memory.

The glitter was also very eye catching as it got swirled around the oobleck.

Our vibrating ladybug pillow (purchased from the Beyond Play catalog) was a huge hit. By squeezing or pushing down on the pillow, our students could activate the vibration component. We targeted more math access points by describing the lady bugs shape (round) and size (big).

For our water play and lotion we used the Juniper Breeze scent. Its woodsy kind of scent reminded us of the outdoors—-where we might see lots of bugs. We also used the mushroom scent from the Follow you Nose game (from Flaghouse catalog). It also reminded us of places we might find bugs.

Fine Motor Group—Bugs

We read Cara’s book “Bugs are Everywhere” and used our voice output device to answer the question “where are bugs?” Our students loved identifying their favorites!

Before we started our fine motor activity, we used some 3 dimensional overlays of bugs with our light box. These were in our schools science kit. These were especially useful for our students with visual impairments, but all the students enjoyed them.

Now to begin making our own spider web! Our students began by scooping 3 marbles out of black paint and placing them on a piece of white paper we had placed in a plastic box with a lid. A nice eye hand coordination activity.

We also discussed what color paint we used and counted the marbles (one to one correspondence, a math access point).

Our next step was to close the lid and SHAKE, SHAKE, SHAKE! Students were so excited when it was their turn to shake the box—great for bilateral coordination and improving shoulder stability.

We feel that the clear box made the activity especially engaging.

Next we added some glitter! Bilateral skills are called for to turn the container so the holes are on the bottom. Holding and shaking the glitter addresses grasp skills and shoulder stability.

And the final touch—a black foam spider sticker to crawl around the web!

On Thursday we read Cara’s book again and began making some more bugs!

We started by giving our students their choice of tissue paper— saved from presents past 🙂

The brightly colored paper was very engaging for our students and it was fun to see their choices.

Next, we tore the tissue into small pieces. This is a great bilateral coordination activity.

Our vision teacher helped her student learn to crumple his paper by cupping her hands around his.

Next we got out the pre-made bug skeleton. Notice the indentation at one end.

We were able to count six legs!

After crumpling their paper, our students dipped the pieces in glue and placed them onto the paper roll (working on eye hand coordination and following directions).

With the addition of googlie eyes and antenna (great for working on pincer grasp skills) our bugs came alive.

Wow—-look at this bunch of colorful bugs!

Alphabet Group—letter G

We started this Great day by stringing Gigantic beads. The super large openings and long tip make this bilateral coordination activity much easier for our students.

Then we used our Green Grabbers to Gobble Green Globs! Manipulating the trigger of the grabber calls for the same hand movements used to manipulate scissors. While picking up the pompoms and placing them in the bowl works on shoulder stabilization and eye hand coordination. Counting how many pompoms are gobbled addresses math skills.

We started our next activity by snipping Green paper Grass. We had to Go slowly along the line and remember to stop at the dot. In the photo, the student is using an adaptive squeeze scissors. These are available from a variety of catalogs.

After setting the Grass aside, our students colored a billy Goat Gruff head that Joy drew. In this photo you can see how this student has nicely progressed to coloring the details of his picture.

We Glued down the Goats head and Grass (working on finger intrinsics to manipulate the glue stick, visual spatial skills and following directions) on to a lunch bag.

And here is our billy Goat Gruff Grazing on his Green Grass. Isn’t he Gorgeous!

We ended our session by playing our Guess the sound Game. Our students always look forward to seeing what Cara has come up with this week!

Lots of G words this week. We do go through quite a lot of post-its but our students really love picking up the individual words and its so easy for us to pick up the word while we are speaking or attach it to an object

Hope you join us again next week for more fun Group by Group!

Sep24

Week 4—Fall and the Letter D

Posted on September 24, 2011 by jd785

Week 4—Fall and the Letter D

Our themes this week were Fall for the sensory group and fine motor groups and the Letter D for the alphabet group.

Sensory Group—Fall

We read Cara’s book “Its Beginning to Feel Like Fall” using our voice output device.

While reading the book, we took turns shaking a leaf garland to listen to the “rustling leaves”. We also used a hairdryer to simulate the cool fall breezes.

We looked for the letter F hidden in assorted dried beans. Our students really enjoyed the varied colors of the beans.

We looked for soft squirrels, hard pumpkins and strands of soft yarn in the fall colors of brown, yellow and orange. It was fun to watch our students pick out their favorites. Some of our students on the autism spectrum were particularly drawn to the colorful yarn strands.

We found some silk leaves at the dollar store.

We used the hair dryer to blow the leaves away to reveal the word FALL that was taped to the tray. Blowing the leaves (great for visual tracking) was a huge hit and our students loved gathering them all back up (working on grasp patterns and eye hand coordination). Yes, it was a little chaotic but lots of fun!

Joy made brown playdough using coffee and whole wheat flour. We used cookie cutters to make fall leaves.

Corn flakes made a delightful crunching sound, just like dried leaves.

We finished up with water play using Spiced Apple body wash and then Sweet Cinnamon Pumpkin lotion from Bath & Body Works. Lovely scents reminding us of the fall season.

Fine Motor Group—Fall

We started by reading Cara’s book, shaking the leaves, the cool breeze from the hair dryer and stroking the soft squirrel.

We tore pieces of tissue paper into small pieces. A great bilateral coordination activity.

We talked about the shape of our paper and number of leaves (drawn by Joy) which are both math access points. We added food coloring to our glue to help our students differentiate the designated areas on which to glue their tissue paper. We found this to be very helpful.

Our student with a visual impairment glued silk leaves onto his paper.

On Thursday we continued our Fall theme.

We cut brown yarn into small pieces. Many of our students use adaptive scissors, such as this tabletop version. We set the yarn aside.

The students then painted a squirrel (drawn and precut from poster board, by Joy) with brown paint. We like these brushes made with larger handles that are easier to grasp.

We then squeezed some glue onto the tails and the students practiced their thumb/finger grasp patterns by picking up the yarn and dropping it onto the glue. A googlie eye was the finishing touch! We talked about the color brown and that the paint and the yarn were the “same” color.

After the paint and glue dried, Jeannie practiced number skills with the students by counting the number of squirrels they had made.

The Alphabet Group—Letter D

We used our home made playdough again. We rolled it out into long snakes, working on graded fine motor control.

We joined the ends to make a Donut.

Next, our students Decided how many bones to feed the Dog. We like giving our students choices of 3 as they have to choose between 3 answers when taking the alternate assessment. This activity also works on number identification and as we count the bones out: one to one correspondence.

Then we used tongs to pick up the bones and feed the Dog. This toy was purchased from the Lakeshore company catalog. Tong activities are great for building pre-scissor skills and eye hand coordination.

For our students whose motor difficulties preclude tong use, we adapted (hot glueing a plastic shower curtain ring) a toy Dog. Loop velcro was glued to his mouth and hook velcro to some of the bones. Linda Burkhart (if you ever get a chance to hear her speak—don’t miss it!!!) originally came up with the idea.

For our next activity, we put Dots (round stickers) on a Duck Drawn by Joy. Peeling off the stickers works on developing a pincer grasp.

Placing the sticker on the students thumb was a way to adapt the activity for those students with increased muscle tone.

Delightfully Decorated Dotty Duck!

We played Cara’s sound matching game. She used Boardmaker pictures to make the board and computer generated sound bites.

Our students really enjoy the post-its. We try to pick up the post-it or point to it each time we repeat a word and the students really enjoy watching the array of words build up during the session. We also try to give them opportunities to identify some of the words.

Wow, another week gone by! Please join us next week for more fun Group by Group!

Sep17

Week 3—Red, White and Blue, USA and the Letter C

Posted on September 17, 2011 by jd785

Week 3—Red, White and Blue, USA and the Letter C

This week our themes were Red, White and Blue for our sensory group, Symbols of our Country for the fine motor group. We chose these themes to follow the Unique Curriculum, which our county uses. The topic for this month is government. In our alphabet group, we are on letter C.

Sensory Group—Red, White and Blue

We read Cara’s book “Symbols of Our Country” and talked about who was wearing red, white or blue shirts. Then the students voted on what color to make the oobleck.

We like to give our students choices of 3 items because when they take our Alternate Assessment they are given an array of 3 choices.

We counted how many votes each color received. Then we talked about which color got the most votes. Dani, one of our teachers, suggested that we use cold water for blue oobleck and warm water for red oobleck so that we were also addressing one of the science access points regarding temperature.

We made the oobleck (one of our all time favorite substances) by adding water to cornstarch and adding koolaid for color. If you are wondering why our oobleck doesn’t match our vote tally its because we actually do our sensory group in 4 different classrooms during the week and ended up with pictures from different groups.

We rinsed our hands in cherry scented water and used cherry scented lotion as we talked about cherry pie as a symbol of our country. We would have preferred to use rose scents, as our book discussed the rose as a symbol of our country, but were unable to locate some in time for our group. We have learned to be flexible !

We searched for the letters USA in rice. Joy added a couple of teaspoons of rubbing alcohol, some drops of food coloring and a cup of rice into a ziplock bag. She mixed the ingredients then sprinkled them out onto a paper towel to dry, which took less than 1 hour. Repeat for each desired color. It was a nice effect and we had some students who rarely engage become very participatory with the rice.

And finally, we explored the concepts of hard and soft (a properties of materials access point) in addition to colors using mardi gras beads and pom poms. This box was a real hit with our students!

Fine Motor Group—-USA

We read Cara’s book Symbols of our Country and Jeannie brought out an american flag that the students were able to look at and touch. We then proceeded to make our own flags. First we handed out a sheet of white paper. We talked about its color (white) and shape (rectangle).

We then cut red strips using a paper cutter and then counted how many we had cut.

We then cut out some blue rectangles. Many of our students used our adaptive table top scissors to do this. Again, we discussed what shape we were cutting.

We assembled our flag placing our red strips in an “across” manner (visual copy/prewriting skill) and putting our blue rectangle at the top. This was finished off with some star stickers. We discussed the shape as a math access point. Peeling of the stickers was great for facilitating a pincer grasp. We always have the students hold up their finished product while the table gives them a big “Ta-Da” and this student was especially proud and excited about his work which he was able to complete with very little assistance.

On Thursday we continued our theme by making Uncle Sam beards after reading Cara’s book again. For the beard we used a triangle shape and cotton balls. We learned about shapes and the concept of soft. We also talked about the colors red, white, and blue.

We started with a precut triangle with a slightly concave top. The students then glued on cotton balls.

We counted how many cotton balls were on the beard and also reviewed the concepts of hard and soft. We then put chenille stems through the holes, working on eye hand coordination.

We used the chenille stems to hook the beard around our ears. We borrowed a fantastic hat from Brenda, our music teacher. Jeannie’s students had a great time posing with their beards and hat.

Alphabet Group—-Letter C

We Clapped our hands to make the Crab wiggle. The sound sensitive toy was purchased from tfh Special Needs Toys.

We then played catch. We used a soft ball that was easier to grasp for our students

The students Chose what Color ink they wanted and rolled their Cars over it. Then they proceeded to make Curves on a large brown paper grocery bag.

We opened the bag to make it a Container. We Crumpled paper (a great activity for working on palmer arches, strengthening hand intrinsics and bilateral coordination) and placed it in the bag.

We Closed the bag with Clips (we wrapped the handle of the clip with a rubber band to make it easier to open)

and……

Colorful Clothespins

to make……..

a Comfortable Cushion for our Cool Cat!!

Cara made a sound matching game. Our students had so much fun trying to match the sounds they heard on the Computer.

And finally, we Counted all the C words that we wrote on our post its!

Please join us next week for more fun Group by Group!

Sep11

Week 2—-Apples and the letter B

Posted on September 11, 2011 by jd785

Week 2—-Apples and the letter B

This week our themes were Apples for our sensory and fine motor groups and the letter B for our alphabet group.

Live and learn and BACK UP EVERYTHING!

Sensory Group- Apples

We read Cara’s book Apples Apples for Me. We recorded the sounds of an apple falling from a tree and someone crunching an apple on one of our sequencers. On the other we recorded the repetitive line “Apples, Apples Just for Me”. As we read the story the students were able to participate by activating the switches.

Prior to the session we used templates from Autumn Activities: Apples Apples Everywhere by Peggy Hundley Spitz, OTR and purchased from Therapro to make Apple glasses.

They were pretty goofy and a lot of fun!

We searched for letter A’s hidden in “apple seeds”. Dried black beans are a great stand in for real apple seeds.

The beans have a great tactile feel and searching for the hidden letters addresses object permanence.

Joy made apple scented playdoh. She substituted apple juice for the water called for in the recipe. The scent was a little light but the red food coloring made it very eye catching.

We finger painted letter A’s in applesauce.

We used Country Apple body wash from Bath and Body works to give our water an apple scent and then put in some realistic plastic apples.After drying their hands, we rubbed them with some of the Country Apple lotion so our students could smell yummy all day and help remind them of the lesson.

Our students who are able to tolerate oral tastings got to try some applesauce with caramel syrup—-a mini caramel apple!

Squeezing the syrup and holding the spoon works on bilateral and eye hand coordination. Squeezing also works on hand strengthening.

Fine Motor Group—-Apples

On Tuesday we made apples using a craft idea from Autumn Activities: Apples Apples Everywhere by Peggy Hundley Spitz, OTR and purchased from Therapro.

We used a paper cutter to make strips of red and green paper. Our students really loved using it.

The green strip is folded in half and then stapled to the ends of the red strip . We talked about the shape (circle) that was formed—a math access point.

The students hung their apples on the tree.

Then we all sat down for a crunchy apple snack!

On Thursday, our Fine Motor group continued the apple theme by making great big red apples.

We crumpled scrap paper and stuffed it into a red paper lunch bag (purchased from Target). Crumpling paper is great for working on hand intrinsics.

Of course, we counted the bags as we handed them out.

We wrapped a pipe cleaner “worm” around the top of the bag—great for bilateral coordination.

Then we counted out 2 google eyes and glued them to our worm. During this activity we incorporated lots of access points by having the students work on math by counting apples and google eyes, work on colors: red, green, and yellow, work on shapes: lines and circles and of course following directions. The students really enjoyed this actitity.

The finished product——-Ta Da!